Trajetória de vida e o encontro com a docência: a inserção de professoras e professores nos anos iniciais do Ensino Fundamental a partir das marcas de classe, raça e gênero

Abstract

The object of study of the present research is the professional identity of teachers, and it aims to investigate how class, race and gender traces are expressed in narratives of beginner teachers’ life trajectories and relate it to the professional teaching path and the challenges faced by those individuals in the process of entering magisterium, focusing on those who work on the first years of Elementary School. The research is based on the following driving questions: Do class, race, and gender traces appear in the narratives about the life trajectories of each beginning teacher? If so, how do these traces relate to the trajectories of these professionals and the difficulties they face when entering the teaching career? What are the differences and similarities of these trajectories, based on the intersection between the elements of class, race, and gender? This is a qualitative research based on the study of the narratives of 03 (three) female and 02 (two) male beginning teachers, from both public and private schools, going through the process of entering the teaching profession in the early years of Elementary School. The narratives were obtained through focus group meetings, with audio collection and recording, prioritizing the voices of the teachers themselves in order to understand how the trajectory of each subject in particular and the conditions of class, race, and gender result in the choice of teaching as a profession. The research hypotheses are: a) The life trajectories, including family and social relations, associated to schooling processes, influence the choice of teaching as a professional destination; b) besides the singular traces, proper and unique to each subject, the traces of class, race, and gender are intervening elements in this professional destination and determine, almost always in an implicit way, the paths to be taken by these professionals in the process of professional insertion. The following authors constitute the theoretical guidelines of the research: Goodson, Huberman, and Marcelo García - in regards to the formation, insertion, trajectory, and identity of teachers; Apple and Ferraro - in regards to class issues; Gonzales and Davis - for race and gender issues. The results, presented in summary tables, suggest that